Tag Archives: teach

Show and Tell

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Adults tell children.  Makes sense, doesn’t it?  It’s our job as parents, teachers, grownups in a community.  We’re supposed to teach them right from wrong, how to be responsible, how to make good decisions, how to succeed as they make their way in the world.  We know it is our job to tell them how to do what they’re supposed to do.

Adults show children.  That’s more complicated.  Most of us have had the chance to learn how much easier it can be to “say” what to do, than it is to “show” what to do.  If we are going to show what our children need to see, we must become good observers of our own behavior.  The less we know ourselves, the greater the risk that the subtle, and not so subtle messages in our actions may speak louder than what we’re telling a child is of value.  The task of telling and showing children how to be sometimes meshes well, and sometimes leaves us in a “do as I say, not as I do” moment.  Even in a moment of contradiction we have the opportunity to tell and show our children how to go back and make it right.  How to face ourselves and adjust our behavior.  How to grow toward congruence.

We tell and we show.  We’re the grownups.  They’re children.  They listen.  They watch.  They follow.  All true.  But what if there is more to the story?  What if our teaching relationship with children is part of a multi-lane highway system instead of a single lane, one way street?

It was cold and drizzling rain this morning as I began my day.  A day of being in and out of the wet, cold weather. Alone in the car I began to grumble about the unpleasant weather, planning ahead for how cold and miserable I would be as the day wore on.  And suddenly she was there in my head.  A little girl, holding an umbrella, running in the rain…, laughing.  You may remember her from And we begin…, running, laughing, umbrella in hand.  She was there in my head, reminding me how to celebrate a rainy day.

Then I began to think of all the children, my own two and beyond, who have been my teachers.  Children who showed me how to call it what it is, including the elephants in the living room.  Kids who showed me how to be honest when I’m afraid, to try something new when I’m uncertain, to laugh at myself, to push through a hard task. Kids of all ages who have shown me what generosity, tolerance, and empathy look like.  I spent a cold, wet, dreary day smiling with gratitude each time I thought of the kids who have taught me.  Glad that teaching and learning live on a two way street.  Determined to be an authentic teacher and a good student.

“Kids:  they dance before they learn there is anything that isn’t music.”
                                                                                             ~ William Stafford

More than you’ll ever know.

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Trivia is intriguing.  Trivia couched in a story becomes less trivial and more about “fleshing out” a person or situation.  I knew Brian May played lead guitar for Queen.  I didn’t know he also held a PhD in astrophysics.  I discovered that piece of trivia listening to the story of how in 2007, a Dutch school teacher discovered “a great, green blob floating in space”.  She knew very little about astronomy but while looking on Brian May’s website, followed a link to Galaxy Zoo photos, where she made the discovery.

What interests me about this bit of trivia has nothing to do with astronomy and very little to do with Brian May.  It has to with drawing conclusions based on partial information, making assumptions.  The moment I learned that Brian May has a PhD in astrophysics I realized “again” how often I assume that all I know about a person is all there is to know.  I thought of how easy it is to forget that people have a history of experiences and stories that precedes my stepping into their lives, and how that view may limit my definition of who they are.

Marie Hughes was one of the sweetest people I have ever known.  She seemed almost too nice to be real.  I knew Marie had been married for a long time to Luther, a gentle, pleasant man in spite of having been a POW during the Vietnam war.  Over time I think I began to assume that only someone incredibly innocent could be that sweet, a 20th century Pollyanna.  If Marie had reached her senior years with innocence intact, then I had to conclude she hadn’t felt the “slings and arrows of outrageous fortune”.  I think I began to see Marie as sweet, and diminished.

I was facilitating a women’s book discussion group which Marie attended regularly.  One night the discussion focused on how we live in spite of difficult life experiences and loss.  That night I learned how much I didn’t know about Marie Hughes as she told us about her first husband, a railroad worker who was killed on the job, leaving her a young, widowed bride.  She described her devastation and grief, how empty and lost she felt, how she didn’t think she could go on.  She told us how her father’s strength helped her and what a godsend it had been when she met Luther and they began to build a life together.  I was stunned. Marie was still one the sweetest people I had ever known, but she was no longer untested, and she would never be diminished to me again.

Tracy Kidder wrote about life in a nursing home in his novel, Old Friends.  It is a wonderful, insightful story of strangers becoming community, of people near the end of life whose history and stories seem present in fragments if at all.  Kidder borrows a line from a Frost poem as he wonders, “What to make of a diminished thing…”  After the revelation about Marie, I began to look at the people around me wondering how many of them I had diminished simply because I didn’t know more of their story. How many had I discounted without intending to, due to my tunnel vision about who they were, what they had accomplished, and what they had to contribute.  I became more aware of the risk of living out of my own perception without acknowledging the inherent limitations.

I could suggest that we focus on gathering every tidbit of information we can about those we encounter.  Although there are occasions when we should be open to a fuller life story, it isn’t practical to think we can literally know everything about someone before we assess who they will be to us or who will be to them.  What I am suggesting is that we work to be fully aware that there will always be more to the story than we will ever know. That our respective stories will be a part of our exchange even when we don’t know they’re there.  And knowing that, we will add an extra measure of grace to our giving and our taking.

I think Plato said it well…

“Be kind for everyone you meet is fighting a hard battle.”

Just a piece of paper. . .

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I stepped into the seventh grade literature class to watch and discuss scenes from the movie “Freedom Writers”.  A boy greeted me with “I know you!”  I smiled, thinking of the time spent over the years with students at SMS.  I assumed he remembered me from another class, the hallways, or at some school event.  He said, “You talked to my grandparents.  You gave them a piece of paper for me to sign.  I signed it and it’s in a frame on my bedroom wall.  It’s my promise to stay in school and to not do drugs or join a gang.”

It took me a minute to shift gears and realize his grandparents must have come to a parent involvement night when he was a fifth grader.  We had watched “InsideOut”, a documentary about the epidemic of school drop outs and the value of staying in school.  The parents were given certificates to take home to their children.  They were encouraged to talk with their kids about their education, asking their fifth graders to “contract” with them to choose school instead of dropping out.

Positive outcomes are always good news.  Coming from a seventh grade boy made it even more special.  As I replayed the scene throughout the day, I began to think less about my part in the outcome and more about the power of a piece of paper.  For two years a piece of paper hanging on a boy’s wall had reminded him of his grandparent’s commitment to him and their investment in his future.  That framed piece of paper was their celebration of his commitment displayed in a prominent place.  It was a subtle, daily message that they expected him to keep his part of the bargain.  A paper statement of their belief in him.  And he clearly got it.  Just a piece of paper, printed in bulk from my computer, handed out to multiple fifth grade parents.  Just a piece of paper, turned into so much more by grandparents and a grandson who believe in possibility.

My youngest daughter created a time capsule in a shoebox as an eighth grade science assignment.  She spent several days filling her box with bits and pieces of her life.  I didn’t know the contents of her time capsule until ten years later when the science teacher, now administrator, brought my daughter’s box to me.  I raised the lid for a walk down memory lane through the keepsakes chosen by my daughter to represent her eighth grade life.

There were snapshots, trinkets, movie tickets, drawings, and pieces of paper…post it notes…from me, dropped in a lunch bag, stuck in the front of a binder.  Notes that said, “I love you”, “Have a great day!”, “I’m proud of you.”.  Pieces of paper that an eighth grade daughter chose to keep at a time when becoming a person separate from her mother was part of her job.

Remember the MasterCard commercials that listed items one at a time followed by their price tag.  Then the resonant voice read the last thing on the list, usually something involving human connection.  After a pause for effect, the voice said, “Priceless.” The commercial reminded us the value of some things goes way beyond a dollar amount on a price tag.

Sometimes a piece of paper is just a piece of paper.  Sometimes a piece of paper is a relationship, a child’s drawing hung with a magnet on the refrigerator door, a reading award, a “have a great day” post it note in a lunch sack, or a boy’s signature on a certificate that says “I will stay in school”.  That’s when a piece of paper becomes. . . “Priceless”.  Create a priceless relationship moment in someone’s life today.  All it takes is a piece of paper.

Maybe it is that simple.

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A few years ago I joined a group of women at a “thank you for your commitment and service to education” brunch at the school district superintendent’s home.  There were administrators, teachers, support staff, most with many years of service educating our children.  We enjoyed good food, good conversation, and the connection that comes with a shared purpose.

I said my “good-byes” and stood to leave.  On my way to the door one of my colleagues said, “Before you go, give us some words of wisdom.  You always have such good things to say.”  There are a dozen reasons why a sudden, unexpected request requiring a quick, verbal response turns my brain into a black hole and my mouth inoperable that I won’t go into now.  All the visiting had stopped and all eyes were on me.  I think I said something like a profound “Uh……….” which bought me a little time.  And then it came to me.  A question I had been asking myself almost daily for the past several months.  So I said:

“Nearly every day before I walk into school I ask myself, ‘I wonder what would happen if we were all just nice to each other today?'”

Everyone smiled, made a few comments, and I made my exit.  The question stayed with me.  I hear it in my head at work, at board meetings, listening to the news, observing parents and their children, and listening to political candidates.  What if it really is that simple?  As simple as being nice to each other.  How might things change if we were just nice to each other. . .

  • in discussion and debate
  • in difference and disagreement
  • during conflict and confrontation
  • with adversaries and antagonists
  • with family, friends, and even strangers

Perhaps Plato had pondered this question when he said, “Be kind, for everyone you meet is fighting a hard battle.”

The Essential Conversation

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I love books.  My idea of a great time is going from section to section in a bookstore, the bigger the better, looking for titles and covers that spark my curiosity or speak to an interest or need.  I have been known to buy a book because a title caught my eye and I trusted the contents to be just as interesting.  “The ESSENTIAL Conversation:  What Parents and Teachers Can Learn From Each Other”, by sociologist, teacher, and parent, Sara Lawrence-Lightfoot was one of my best “title” purchases.  If the title hadn’t caught me, the introduction would have sold the book.  The author wrote:

“I believe that for parents there is no more dreaded moment, no arena where they feel more exposed than at the ritual conferences that are typically scheduled twice a year–once in the fall and once in the spring–in schools. . . it is also the arena in which they [teachers] feel most uncertain, exposed, and defensive, and the place where they feel their competence and professionalism most directly challenged.”

After a quick read, the book went on a shelf until a few months ago.  As school came to a close I thought back over nine months of encounters with students, parents, and teachers.  I explored ways to make those times more helpful, more effective.  I found myself thinking of how our interactions as parents and teachers are occasionally like angry ex spouses, anxious and defensive.  We know that children often get lost and compromised in the crossfire of divorce.  I began wondering how often children are also hurt by our failure to work together as families and schools, parents and teachers.

Parents and teachers are two tremendous resources with the power to impact our children and society.  The times I have watched adults step past their anxiety and uncertainty to talk to each other in a parent/teacher conference in order to help a child succeed in school have excited me. Unfortunately we often avoid the encounter completely.   Or we approach our meeting as adversaries, becoming defensive and territorial in ways that rob us of the very thing we want, to be a part of preparing our children for a healthy, successful adulthood.

I thought of “The ESSENTIAL Conversation”, and what an appropriate, meaningful title it is.  I pulled the book off the shelf and began to read again, more thoughtfully this time.  I reviewed my own school experience trying to imagine my parent’s “conversations” with teachers.  I recalled sitting in the parent chair across from teachers as we discussed my children’s performance and progress.  I wondered if both the teachers and I were worried that we would be “blamed” for the problems and would have to give up all credit for the successes.  I took some comfort in Lawrence-Lightfoot’s thoughts:

“From my point of view there is no more complex and tender geography than the borderlands between families and schools.”

“. . . my own hard-earned wisdom as an educator and social scientist concerned about these matters did not prepare me for the depth of emotion and drama I felt in parent conferences.”   “I always suspected that other parents were experiencing some version of my anguish, but that they too were struggling alone and making it up as they went along.”

“I could also tell that teachers had their own deep concerns,  their own sense of exposure and vulnerability.  And I knew that most of them had not been adequately prepared in their professional training programs to build relationships with families as a central part of their work. . .”

We are less than one month into a new school year.  How can we take advantage of all our family/school encounters in ways that encourage our children to learn and enhance their learning environment?

Whether you are teacher, parent, or both:

  • Remember this “conversation” isn’t about you, it’s about your children.  Learn to calm your own anxiety so it doesn’t get in the way of working together.
  • Believe that sharing your observations with that other adult will allow you both to discover solutions to problems and will magnify the celebration of success.
  • Recognize each other’s efforts.  Kudos help us know we “did good” and motivate us to do more.
  • Be willing to start the conversation and to keep it going even when you disagree.  Tolerate the discomfort for growth.

For schools:

  • When you say parents are welcome at school, really mean it.
  • Encourage family involvement and look for creative ways to make that possible.

For families:

  • Be present in your child’s school experience.
  • Know their teachers and their curriculum.
  • Attend school activities.
  • Communicate with teachers in person, by phone, and in writing.

“The ESSENTIAL Conversation” considers “how the tiny drama of parent-teacher conferences is an expression of a larger cultural narrative.”  For me it is a reminder that the “tiny drama” of parent/teacher conferences isn’t so tiny after all.   You be the one that begins the conversation.